spcm: 1311 introduction to communication studies … · adler, r.b., rodman, g., de pre, a. ......

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Service-Learning Course

SPCM: 1311 Introduction to Communication Studies

*Service Learning Course

The University of Texas at Tyler

MWF (11:15-12:10)

Instructor: Justin Velten

Class Room: HPR 253

Office Room: HPR 267

Office Phone: 903.566.7095

Office Hours: Check Office Door

E-mail: [email protected]

Text

Adler, R.B., Rodman, G., de Pre, A. (2017). Understanding human communication (13th ed).

Oxford Press

Course Description

Theory and practice related to the dynamics of human communication. An examination of the

process of attributing and sharing meaning, and the factors influencing intrapersonal,

interpersonal, small group, organizational, rhetoric and public speaking, and mass

communication.

Student Learning Outcomes

A. Understand, analyze, and practice effective and ethical oral communication in forms and

styles appropriate for various situations, purposes and audiences they serve.

B. Create and deliver presentations across multiple contexts.

C. Apply effective approaches to human relational interaction through interpersonal or

group and teamwork interactions in various settings and with diverse others.

Major Requirements & Grade % Approximations (Total Points: 670) A. Listening (25 pts) 4%

B. Communication Research Paper (100 pts) 15%

1. Presentation (50 pts) 7%

C. Intercultural Communication Paper/Letter (50 pts) 7%

D. Service Learning Leadership (25 pts) 4%

E. Small Group Comm Video Assignment (50 pts) 7%

F. Organizational Comm Ethics/Leadership (20 pts) 3%

G. Group Work Peer Evaluation (40 pts) 6%

H. Impromptu Speeches (3) (30 pts) 4%

I. Informative Speech (100 pts) 15%

a. Outline (50 pts) 7%

b. Visual Aide (30 pts) 4%

J. Exam

1. Final Exam (100 pts) 15%

Grades: Standard Grading Scale

90% - 100% = A

80% - 89% = B

70% - 79% = C

60% - 69% = D

59% - ↓ = F

mailto:[email protected]

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Attendance Policy

Due to Group Work assignments in this course, there is an attendance policy. Every 3rd

absence, a student will receive a one-letter-grade reduction in his or her final course grade.

Please be aware that if you miss your name when roll is called you may be automatically

counted absent, so it is the responsibility of each student to make sure roll records reflect

reality at their earliest convenience (please do not announce your presence when you arrive

late). In-class activities may be missed due to absences and are only available for make-up if the

absence is excused. If a student must miss class, he or she is advised to contact another student to

learn what was missed and if any work is due on a following class period because that work is

still due next class period whether or not the absence was excused. If you are to be absent from a

class, whether or not you miss any assignments, you must notify the teacher before-hand if

possible, but no later than the next class period, of your desire to make up any missed work in

order to be able to do so. If medical reasons are cited for absences, a doctor’s note must

accompany any request to provide make-up work.

Participation

Students are expected to not only attend class, but to play active roles in the classroom. Assigned

text readings are to be completed before each class session and students are encouraged to ask

questions or offer insight during class periods. When group or individual assignments or

activities are assigned, everyone is expected to participate as assigned.

Assignments and Exams

All assignments are due when stated by the instructor. As the college experience is, in part,

designed to prepare students for the work place, ABSOLUTELY NO LATE WORK will be

accepted. If you have completed at least part of an assignment by the due date, it is better to turn

in part of the assignment on time than to turn in the completed assignment late for no credit. All

homework turned in, unless otherwise stated, is to be typed. Any exam must be taken on the

designated day and time set forth by the instructor. Any exceptions to due dates must be verified

with the instructor prior to the scheduled deadline. Lack of performance as a part of a group

assignment can constitute in a lowered grade than other group members.

Original Work

All student work must be original to the student and original for the course where assigned. Any

failure to abide by high standards or ethics in regard to student work will be handled by the

instructor and the university and may constitute in the student failing the course and receiving

further reprimand from the university. Plagiarism is a big deal and the consequences can go

much further than the university’s reach, so please be careful.

UT Tyler Honor Code

Every member of the UT Tyler community joins together to embrace: Honor and integrity that

will not allow me to lie, cheat, or steal, nor to accept the actions of those who do.

Students Rights and Responsibilities

To know and understand the policies that affect your rights and responsibilities as a student at

UT Tyler, please follow this link:

http://www.uttyler.edu/wellness/rightsresponsibilities.php

Campus Carry

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We respect the right and privacy of students 21 and over who are duly licensed to carry

concealed weapons in this class. License holders are expected to behave responsibly and keep a

handgun secure and concealed. More information is available at

http://www.uttyler.edu/about/campus-carry/index.php

UT Tyler a Tobacco-Free University

All forms of tobacco will not be permitted on the UT Tyler main campus, branch campuses, and

any property owned by UT Tyler. This applies to all members of the University community,

including students, faculty, staff, University affiliates, contractors, and visitors.

Forms of tobacco not permitted include cigarettes, cigars, pipes, water pipes (hookah), bidis,

kreteks, electronic cigarettes, smokeless tobacco, snuff, chewing tobacco, and all other tobacco

products.

There are several cessation programs available to students looking to quit smoking, including

counseling, quitlines, and group support. For more information on cessation programs please

visit www.uttyler.edu/tobacco-free.

Grade Replacement/Forgiveness and Census Date Policies

Students repeating a course for grade forgiveness (grade replacement) must file a Grade

Replacement Contract with the Enrollment Services Center (ADM 230) on or before the Census

Date of the semester in which the course will be repeated. (For Fall, the Census Date is Sept. 12.)

Grade Replacement Contracts are available in the Enrollment Services Center or at

http://www.uttyler.edu/registrar. Each semester’s Census Date can be found on the Contract

itself, on the Academic Calendar, or in the information pamphlets published each semester by the

Office of the Registrar.

Failure to file a Grade Replacement Contract will result in both the original and repeated grade

being used to calculate your overall grade point average. Undergraduates are eligible to exercise

grade replacement for only three course repeats during their career at UT Tyler; graduates are

eligible for two grade replacements. Full policy details are printed on each Grade Replacement

Contract.

The Census Date (Sept. 12th) is the deadline for many forms and enrollment actions of which

students need to be aware. These include:

•Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory

information, approvals for taking courses as Audit, Pass/Fail or Credit/No Credit.

•Receiving 100% refunds for partial withdrawals. (There is no refund for these after the

Census Date)

•Schedule adjustments (section changes, adding a new class, dropping without a “W” grade)

•Being reinstated or re-enrolled in classes after being dropped for non-payment

•Completing the process for tuition exemptions or waivers through Financial Aid

State-Mandated Course Drop Policy

Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from

dropping more than six courses during their entire undergraduate career. This includes courses

dropped at another 2-year or 4-year Texas public college or university. For purposes of this rule,

a dropped course is any course that is dropped after the census date (See Academic Calendar for

the specific date).

Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be

submitted to the Enrollment Services Center and must be accompanied by documentation of the

extenuating circumstance. Please contact the Enrollment Services Center if you have any

questions.

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Disability/Accessibility Services

In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act

(ADA) and the ADA Amendments Act (ADAAA) the University of Texas at Tyler offers

accommodations to students with learning, physical and/or psychological disabilities. If you have

a disability, including a non-visible diagnosis such as a learning disorder, chronic illness, TBI,

PTSD, ADHD, or you have a history of modifications or accommodations in a previous

educational environment, you are encouraged to visit

https://hood.accessiblelearning.com/UTTyler and fill out the New Student application. The

Student Accessibility and Resources (SAR) office will contact you when your application has

been submitted and an appointment with Cynthia Lowery, Assistant Director of Student

Services/ADA Coordinator. For more information, including filling out an application for

services, please visit the SAR webpage at http://www.uttyler.edu/disabilityservices, the SAR

office located in the University Center, # 3150 or call 903.566.7079.

Student Absence due to Religious Observance

Students who anticipate being absent from class due to a religious observance are requested to

inform the instructor of such absences by the second class meeting of the semester. Revised 05/17 Student Absence for University-Sponsored Events and Activities

If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor)

must notify the instructor at least two weeks prior to the date of the planned absence. At that time

the instructor will set a date and time when make-up assignments will be completed.

Social Security and FERPA Statement

It is the policy of The University of Texas at Tyler to protect the confidential nature of social

security numbers. The University has changed its computer programming so that all students

have an identification number. The electronic transmission of grades (e.g., via e-mail) risks

violation of the Family Educational Rights and Privacy Act; grades will not be transmitted

electronically.

Emergency Exits and Evacuation

Everyone is required to exit the building when a fire alarm goes off. Follow your instructor’s

directions regarding the appropriate exit. If you require assistance during an evacuation, inform

your instructor in the first week of class. Do not re-enter the building unless given permission by

University Police, Fire department, or Fire Prevention Services.

Student Standards of Academic Conduct

Disciplinary proceedings may be initiated against any student who engages in scholastic

dishonesty, including, but not limited to, cheating, plagiarism, collusion, the submission for

credit of any work or materials that are attributable in whole or in part to another person, taking

an examination for another person, any act designed to give unfair advantage to a student or the

attempt to commit such acts.

“Cheating” includes, but is not limited to:

•copying from another student’s test paper;

•using, during a test, materials not authorized by the person giving the test;

•failure to comply with instructions given by the person administering the test;

•possession during a test of materials which are not authorized by the person giving the test,

such as class notes or

specifically designed “crib notes”. The presence of textbooks constitutes a violation if they have

been specifically

prohibited by the person administering the test;

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•using, buying, stealing, transporting, or soliciting in whole or part the contents of an

unadministered test, test key,

homework solution, or computer program;

•collaborating with or seeking aid from another student during a test or other assignment

without authority;

•discussing the contents of an examination with another student who will take the

examination;

•divulging the contents of an examination, for the purpose of preserving questions for use by

another, when the

instructors has designated that the examination is not to be removed from the examination room

or not to be returned

or to be kept by the student;

•substituting for another person, or permitting another person to substitute for oneself to take

a course, a test, or any

course-related assignment;

•paying or offering money or other valuable thing to, or coercing another person to obtain an

unadministered test, test

key, homework solution, or computer program or information about an unadministered test, test

key, home solution or

computer program;

•falsifying research data, laboratory reports, and/or other academic work offered for credit;

•taking, keeping, misplacing, or damaging the property of The University of Texas at Tyler,

or of another, if the student

knows or reasonably should know that an unfair academic advantage would be gained by such

conduct; and

•misrepresenting facts, including providing false grades or resumes, for the purpose of

obtaining an academic or financial

benefit or injuring another student academically or financially.

“Plagiarism” includes, but is not limited to, the appropriation, buying, receiving as a gift, or

obtaining by any means another’s

work and the submission of it as one’s own academic work offered for credit.

“Collusion” includes, but is not limited to, the unauthorized collaboration with another person in

preparing academic

assignments offered for credit or collaboration with another person to commit a violation of any

section of the rules on

scholastic dishonesty.

All written work that is submitted will be subject to review by plagiarism software.

UT Tyler Resources for Students

•UT Tyler Writing Center (903.565.5995), [email protected]

•UT Tyler Tutoring Center (903.565.5964), [email protected]

•The Mathematics Learning Center, RBN 4021, this is the open access computer lab for math

students, with tutors on duty to

assist students who are enrolled in early-career courses.

•UT Tyler Counseling Center (903.566.7254)

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Course Calendar

EXTRA CREDIT: Night to Shine (Feb. 9)

Week 1

Introduction to Course (ch 1, 2)

Communication Model: 8 Components of Communication

Assessment (Pre – semester PRCA-24)

Week 2

Why We Communicate

Assign: Research Paper and Presentation

Listening Process (ch 5)

Assign: Listening

Week 3

Interpersonal Communication (ch 7, 8)

Discussion: What is Theory and Selecting the Right Theory for your paper

Due: Listening Assignment, Discuss

Friday: Work Day

Week 4

Intercultural Communication (ch 3)

Assign: Intercultural Communication Paper and Letter to Representative

Discussion: Current Issue and How to Write

Verbal Communication (ch 4)

Assign: Service Learning and Leadership

Impromptu

Assign: Group Video Assignment

Week 5

Nonverbal Communication (ch 6)

Impromptu

Week 6

Due: Intercultural Communication Paper and Letter to Representative

Present: Intercultural Paper (Informal – from seats)

Due: Service Learning and Leadership

Week 7

Small Group Communication (ch 9, 10)

Due: Group Video Assignment

Impromptu

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Week 8

Organizational Communication and Ethics/Leadership

Assign: Values/Ethics/Leadership Paper

Due: Values/Ethics/Leadership– Discussion Groups/Regarding Organizational Comm

Week 9

Spring Break

Week 10

Week 11

Week 12

Friday: Speech Videos, Outlines, and Visual Aides Due via Canvas

Week 13

Work Week (China Speaking Engagement and Taiwan University Representative)

Week 14

Due: Research paper

Presentations

Week 15

Presentations (Continued)

Post-semester assessment (post-test PRCA-24)

Peer Evaluations

Final Exam Review, Impromptu and Speech Makeup

Week 16

Final Exam (See university final exams schedule)

Speech Writing and Public Speaking (ch 10 – 13)

Informative Speech

Outline

Speech

Visual Aide

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SPCM 1311 Introduction to Communication Studies

Listening

SLO: 1. Apply effective approaches to human relational interaction through interpersonal or


You will be given a set of disposable ear plugs by the instructor. Place and keep the ear plugs in

your ears during a social event (i.e. dinner with friends or family, baby shower, etc.). Take note

of any increase or decrease in the ease of conversation. Think about how you feel and what you

want to do to fix the way you feel.

Consider what you have learned from the textbook regarding listening. Write a 2-page paper

[APA Style, Times New Roman, Double Spaced, 12-Font, plus a minimum of 2 academic

references] regarding your experience. Document the following items:

1. What was your experience? (Where did you go? What did you do? – Family Dinner?)

2. How did having the earplugs in during this event make you feel? What are some of the

thoughts that went through your mind while experiencing less listening ability?

3. Document a concept from the textbook that reflects your experience. (Make a clear

connection between your experience and the textbook).

4. Discuss the importance of learning how to effectively communicate with the co-culture of

those who are hard of hearing. Moreover, discuss how you plan to change the way you

communicate with those who have a difficult time hearing.

Paper: 25 pts.

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Communication Research Paper and Presentation

SLO: 1. Understand, analyze, and practice effective and ethical oral communication in forms

and styles appropriate for various situations, purposes and audiences they serve.

2. Create and deliver presentations across multiple contexts.

Research Paper (Written)

Prepare a 3 page paper [APA Style, Times New Roman, Double Spaced, 12-Font, plus a

minimum of 3 academic references] on the role of communication in one of the following

arenas: international politics, interpersonal relationships, the collegiate setting, or workplace.

You must provide, explain, and relate at least two communication theories to your chosen topic.

(Example – applying the Social Exchange Theory to the workplace by discussing how

interpersonal relationships between co-workers can lead to personal favors, such as promotions

and raises.) Papers will be graded on APA format, content, length, and grammar. Each paper is

to be accompanied by a receipt of review from the UT Tyler Writing Center.

Paper: 100 pts.

Research Presentation (Oral and Visual)

Present your paper to the class. Presentation should be approximately 2 minutes in length and

cover your paper content in a manner interesting to the class audience. Please do not simply read

your paper to the class. Presentations will be graded on content, length, relation to audience, and

overall presentation effort/style/quality.

Presentation: 50 pts.

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Intercultural Communication Paper and Letter to Representative




3. Apply effective approaches to human relational interaction through interpersonal or


Paper

Search and locate a current international issue (an issue that affects more than one culture). Write

a 2-page paper [APA Style, Times New Roman, Double Spaced, 12-Font, plus a minimum of 3

academic references] that covers the following points regarding your chosen international issue:

1. Describe the issue

2. Define and discuss the two or more cultures involved in the issue

3. Explain what has been done and what you think should be done about the issue based

on your findings regarding the potential positive or negative effects of our actions on

this other culture.

4. Describe the intrapersonal and meta-cultural consequences of these actions on/within

the people of these cultures.

Examples: United States and North Korea discussions regarding nuclear weapons, Muslim

presence and political influence in the United States post September 11, 2001, Ebola outbreak,

etc.

Paper will be graded on content, APA style and Grammar, as well as length. You will also give a

brief, informal presentation about your paper from your seats. You may also be asked to adapt

paper/concept prior to mailing to representative.

Paper: 40 pts.

Letter to Representative

Draft a professional letter to one of the Federal Representatives from Texas regarding the

international issue you addressed in your paper. Briefly explain your position to the

Representative and ask him or her to consider your findings as further pertinent decisions are

made. All three academic sources must be cited in the letter. This letter must be previewed by the

professor and proof of mailing the letter must be provided for final grading.

Letter: 10 pts.

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Service Learning Leadership Project and Paper





Service Learning Leadership Project

Please choose from various service opportunity options in the community that can relate to

interpersonal communication and interaction, specifically related to verbal and nonverbal

communication. For example, some students may choose to visit an assisted living home near

campus or the Andrews Center. Students learn to stretch their communication abilities, while

communicating both verbally and nonverbally a sense of care to the residents or participants.

You are encouraged to complete the assignment in pairs, but write about their communication

experience on an individual basis. Service-mindedness is a great leadership quality, so thank you

for investing your time in the lives of others.

Paper

Write no less than one page (APA format, TNR, 12 font, double-spaced) about your service

experience. Incorporate at least one communication theory related to either verbal or nonverbal

communication and cite the source using APA format.

Service Learning Leadership Project and Paper: 25 pts.


Small Group Communication Video Assignment






Small Group Communication Video Assignment

Work in an assigned, short-term group to prepare and present a 5-minute video to the class. The

video must be interesting to fellow students and incorporate small group communication theory

or concepts in an educational, yet entertaining manner. As a group, you will decide upon and

research a topic/theory/concept within Small Group Communication and develop an idea for the

video and produce the video together. The video will present the Small Group Communication

theory or concept to the viewing audience. Each group member must be visible in the video for

at least 2 minutes. Work will be graded on understanding/incorporation of theory or concept into

video, length of video, and level of effort. Group members share a grade for this presentation;

however, the professor reserves the right to reward exceptional work of one group member or

award a lower grade to a member who does not do a sufficient amount of work.

Video: 50 pts.

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Organizational Communication and Ethics/Leadership






Organizational Communication and Ethical Dilemma

After a class discussion on values and ethics, take time to write about your personal values and

corresponding code of ethics. The assigned paper should be two pages in length (TNR Font,

double-spaced, use headings for sections) and discuss the following areas.

1. Your Code of Ethics

2. Connection between your Code of Ethics and Your Personal Values ( A discussion on the

source of your code of ethics – try to trace the root of your ethics ).

3. The importance of a clear and high standard code of ethics in leadership.

Ethics Teamwork: 20 pts.

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Speech Writing and Public Speaking




Informative Outline

Research and prepare a formal, topical outline on a topic of your choice. The purpose of this

speech is to inform, so choose a topic less familiar to the audience so that the content of the

outline is more likely to inform. All topics must be cleared through the professor. Utilize the

topical, keyword information from your text book as well as the outline guide posted below

when preparing the outline. Minimum of 3 academic sources.

Outline: 50 pts.

Informative Speech Topical Keyword Outline (Guide)

General Purpose:

Specific Purpose:

Introduction

- Attention Getting Element

- Introduce Topic

- Build Credibility and Rapport

- Thesis Statement: Today, I hope to inform you about . . . .

Transition:

1. Main Point 1

a. Subpoint (source)

b. Subpoint (source)

Transition:

2. Main Point 2

a. Subpoint

b. Subpoint (source)

Transition:

Conclusion

- Summarize (Restate Thesis)

- Final Statement

Works Cited/References (3 Legitimate Sources)

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Informative Speech

Practice and deliver a 3-4 minute informative speech based on the informative speech outline.

The speech will be graded on delivery (presentation quality), content, structure, and time.

Speech: 100 pts.

Visual Aide

Prepare and present/utilize a Power Point presentation that coincides with/is complimentary to

your informative speech outline and presentation. Visual aide will be graded on guidelines

below. Due, presented, and graded during speech.

Due with speech pres

Visual Aide: 30 pts.

Power Point Presentation Guidelines

Power Point is only complimentary to speaker – Speaker is focal point.

Guidelines

4-5 minutes speech = 3-4 slides (predominantly an outline of your speech)

One solid color (no fades and be consistent)

High contrast color (text to background)

Use large standard font (be consistent across slides)

No full sentences

No animations (helicopter dropping letters from the sky or crazy slide transitioning)

Pictures – use sparingly, picture border, cite picture unless you took picture (very small, centered

under picture)

One complete thought per slide (don’t mix points on slides)

A good method for 3 slides for a 2 point speech might be: Introductory slide (title, your name),

second slide = 1st main point, third slide = second main point (possible 4th blank slide with same

background color).

Fill the Page with Spacing

Example

Slide # 2

Presentation (Please do not enter room while classmates are speaking)

Stand to side of projector

Gesture to presentation

Don’t face screen – face audience

Practice with Power Point for flow

Be sure to cover topics in the same order they appear on the slides to minimize confusion

Please save your presentation in at least 3 ways-make sure it will work on classroom computer.

Main Point One

Subpoint (a)

Subpoint (b)

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Visual Aide Grading Rubric

Dept. of Communication

Dr. Justin Velten

Assignment: _____________________

Description of Work Grade

Visual Aide (Power Point) closely adheres to required guidelines, including correct

number of slides. Power Point serves as compliment to, not focal point, of

presentation/presenter. Photos are cited and there is an evident strong effort and high

concern for the assignment.

A

Visual Aide (Power Point) mostly adheres to required guidelines, including correct

number of slides. Power Point is a bit distracting from presentation/presenter. Above

average effort/concern for assignment. Photos cited.

B

Visual Aide (Power Point) somewhat adheres to required guidelines, including correct

number of slides. Power Point is unclear and distracting from presentation/presenter.

Average effort/concern for assignment. Photos cited.

C

Visual Aide (Power Point) mostly does not adhere to required guidelines, including

correct number of slides. Power Point is awkward and very distracting to audience,

possibly due to incoherent nature, too much video, etc. Below average level of effort

and concern for the assignment. Photos cited.

D

Visual Aide (Power Point) does not adhere to required guidelines, including correct

number of slides. Power Point is very unclear, extremely too short or long, and/or

displays a strong lack of effort and concern for the assignment. Distracts from the

presentation/presenter. Photos not cited.

F

Total: __________________

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Assigned Paper Grading Rubric


Dr. Justin Velten

Assignment: _____________________


The paper is free of grammatical errors, closely adheres to the required style format,

and is the correct length (with appropriate spacing and margins). Content from the

assignment is clearly covered and is done so in a manner that displays a high level of

understanding and application of theory or course concepts to the paper topic(s). The

paper displays a high level of effort and originality in thought and writing and makes a

clear point.

A

The paper is nearly free of grammatical errors, adheres to the required style format, and

is the correct length (with appropriate spacing and margins). Content from the

assignment is covered and is done so in a manner that displays an adequate level of

understanding and application of theory or course concepts to the paper topic(s). The

paper displays a good level of effort and originality in thought and writing.

B

The paper has a few grammatical errors, somewhat adheres to the required style format,

and is near the correct length (with appropriate spacing and margins). Content from the

assignment is mostly covered and is done so in a manner that displays a marginal level

of understanding and application of theory or course concepts to the paper topic(s). The

paper displays an evidently average level of effort and originality in thought and

writing.

C

The paper has a significantly noticeable amount of grammatical errors, does not adhere

to the required style format, and is not quite near the correct length (with appropriate

spacing and margins). Content from the assignment is only partially and is done so in a

manner that displays a lack of understanding and application of theory or course

concepts to the paper topic(s). The paper displays an inadequate level of effort and

originality in thought and writing.

D

The paper has numerous grammatical errors, does not adhere to the required style

format, and is not near the correct length (with appropriate spacing and margins).

Content from the assignment is not covered and a strong lack of topic-understanding is

evident. The paper displays an evidently low level of effort and originality in thought

and writing.

F

Please see university policy on plagiarism and work hard to not plagiarize. If you are unsure as to whether you are plagiarizing the work of

another person it is best to be cautious and take the appropriate steps to insure you are not plagiarizing. In the event that you are caught

plagiarizing on this paper you will receive either a reduction of 50% on the assignment (if the plagiarism is minor or not seemingly blatant) or a 0% on the assignment (if the plagiarism is major and seemingly blatant). There are clear guidelines available for what constitutes plagiarism so

please do not plan to plead ignorance in the event your grade is reduced for plagiarism. I hope this is not an issue with your paper and do not

expect it to be so.

Total: _________________

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Activity/Work/Video/Presentation/Speech Grading Rubric


Dr. Justin Velten

Assignment: _____________________


The work meets the guidelines of the assignment. Each group member participated and

there was an evidently high level of effort placed into the project. Class theory/concepts

are applied to the assignment as required and teamwork is evident. The overall

presentation quality and effort was high.

A

The work mostly meets the guidelines of the assignment. Each group member

participated and there was an above average of effort placed into the project. Class

theory/concepts are applied to the assignment as required and teamwork is somewhat

evident. The overall presentation quality and effort was above average.

B

The work somewhat meets the guidelines of the assignment. Each group member

participated and there was an average level of effort placed into the project. Class

theory/concepts are applied to the assignment as required and teamwork is marginal.

The overall presentation quality and effort was above average.

C

The work does not meet the guidelines of the assignment. Each group member

participated and there was an evidently inadequate level of effort placed into the

project. Class theory/concepts are not applied to the assignment as required and

teamwork is not very clearly represented. The overall presentation quality and effort

was below average.

D

The work does not meet the guidelines of the assignment. Each group member

participated and there was an evidently low level of effort placed into the project. Class

theory/concepts are not applied to the assignment as required and there is a clear lack

of teamwork. The overall presentation quality and effort was inadequate.

F

Total: __________________

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Group Work Peer Evaluation


Dr. Justin Velten

Group #: _____________________________

Name of Student Assessed: _________________________

Name of Student Assessing: ________________________

In each of the following sections, rate your fellow group member on a scale from 1 – 8 with 8

being the highest score. Once you have completed 5 scales, total the scales for a score out of 40.

In some cases, students create a strong bond while working with classmates. These relationships

can be a wonderful product of teamwork, but please do your best to offer an objective evaluation

of your group members. Your responses remain confidential and are averaged for the group.

Description of Work Grade (1-8)

Attendance

This group member was timely and present at most all group meeting.

Initiation

This group member seemed engaged in group meetings, offering thoughtful

comments and feedback. Generated original ideas and worked with other group

members to further develop their ideas.

Workload

This group member carried his or her allotted and fair amount of work within

the group.

Relational

This group member worked to build and maintain strong and positive working

relationships with fellow group members. This section is not about popularity or

personality differences as much as it is about effort to work together in a

positive way.

Overall

This section is designed to capture other elements not mentioned above. You

can offer an overall grade here or even write in comments regarding your

teammate and offer a score on this overall scale.

Total: _________/ 40_

Comment:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________

Assessment reflective, though not completely related to, The Nine Core Small Group Communication Competencies

(Beebe & Masterson, 2012) Beebe, Steven A., Masterson, Jonn T. (2012). Communicating in small groups: Principles and practices.

Boston: Pearson Education.

19


TEAMWORK VALUE RUBRIC for more information, please contact [email protected]

Definition

Teamwork is behaviors under the control of individual team members (effort they put into team tasks, their manner of

interacting with others on team, and the quantity and quality of contributions they make to team discussions.)

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet

benchmark (cell one) level performance .

Capstone

4

Milestones

3 2

Benchmark

1

Contributes to

team meetings

Helps the team

move forward by

articulating the

merits of

alternative ideas or

proposals.

Offers alternative

solutions or courses

of action that build

on the ideas of

others.

Offers new

suggestions to

advance the work

of the group.

Shares ideas but

does not advance

the work of the

group.

Facilitates the

contributions of

team members

Engages team

members in ways

that facilitate their

contributions to

meetings by both

constructively

building upon or

synthesizing the

contributions of

others as well as

noticing when

someone is not

participating and

inviting them to

engage.

Engages team

members in ways


contributions to

meetings by

constructively

building upon or

synthesizing the

contributions of

others.

Engages team

members in ways


contributions to

meetings by

restating the views

of other team

members and/or

asking questions

for clarification.

Engages team

members by

taking turns and

listening to others

without

interrupting.

Individual

contributions

outside of team

meetings

Completes all

assigned tasks by

deadline; work

accomplished is

thorough,

comprehensive and

advances the

project. Proactively

helps other team

members complete

their assigned tasks

to a similar level of

excellence.

Completes all

assigned tasks by

deadline; work

accomplished is

thorough,

comprehensive and

advances the

project.

Completes all

assigned tasks by

deadline; work

accomplished

advances the

project.

Completes all

assigned tasks by

deadline.

20


Fosters constructive

team climate

Supports a

constructive team

climate by doing all

of the following:

• Treats team

members

respectfully by

being polite and

constructive in

communication.

• Uses positive

vocal or written

tone, facial

expressions, and/or

body language to

convey a positive

attitude about the

team and its work.

• Motivates

teammates by

expressing

confidence about

the importance of

the task and the

team's ability to

accomplish it.

• Provides

assistance and/or

encouragement to

team members.

Supports a

constructive

team climate by

doing any three

of the following:

• Treats team

members

respectfully by

being polite and

constructive in

communication.

• Uses positive

vocal or written

tone, facial

expressions,

and/or body

language to

convey a

positive attitude

about the team

and its work.

• Motivates

teammates by

expressing

confidence

about the

importance of

the task and the

team's ability to

accomplish it.

• Provides

assistance

and/or

encouragement

to team

members.

Supports a

constructive team

climate by doing

any two of the

following:

• Treats team

members

respectfully by

being polite and

constructive in

communication.

• Uses positive

vocal or written

tone, facial

expressions, and/or

body language to

convey a positive

attitude about the

team and its work.

• Motivates

teammates by

expressing

confidence about

the importance of

the task and the

team's ability to

accomplish it.

• Provides

assistance and/or

encouragement to

team members.

Supports a

constructive team

climate by doing any

one of the following:

• Treats team

members respectfully

by being polite and

constructive in

communication.

• Uses positive vocal

or written tone, facial

expressions, and/or

body language to

convey a positive

attitude about the

team and its work.

• Motivates

teammates by

expressing

confidence about the

importance of the

task and the team's

ability to accomplish

it.

• Provides assistance

and/or

encouragement to

team members.

Responds to

conflict

Addresses

destructive conflict

directly and

constructively,

helping to

manage/resolve it in

a way that

strengthens overall

team cohesiveness

and future

effectiveness

Identifies and

acknowledges

conflict and

stays engaged

with it

Redirecting focus

toward common

ground, toward task

at hand (away from

conflict)

Passively accepts

alternate

viewpoints/ideas/opin

ions.

21


CRITICAL THINKING VALUE RUBRIC for more information, please contact [email protected]

Definition

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts,

and events before accepting or formulating an opinion or conclusion.


benchmark (cell one) level performance.

Capstone

4

Milestones

3 2

Benchmark

1

Explanation of

issues

Issue/problem to be

considered critically

is stated clearly and

described

comprehensively,

delivering all

relevant information

necessary for full

understanding.

Issue/problem to be

considered critically is

stated, described and

clarified so that

understanding is not

seriously impeded by

omissions.

Issue/problem to be


stated but description

leaves some terms

undefined, ambiguities

unexplored, boundaries

undetermined, and/or

backgrounds unknown.

Issue/problem to be


stated without

clarification or

description.

Evidence

Selecting and

using

information to

investigate a

point of view

or conclusion

Information is taken

from source(s) with

enough

interpretation/evaluat

ion, to develop a

comprehensive

analysis or synthesis.

Viewpoints of

experts are

questioned

thoroughly.


from source(s) with

enough

interpretation/evaluati

on to develop a

coherent analysis or

synthesis.

Viewpoints of experts

are subject to

questioning.


from source(s) with

some

interpretation/evaluatio

n, but not enough to

develop a coherent

analysis or synthesis.


are taken as mostly

fact, with little

questioning.


from source(s) without

any

interpretation/evaluatio

n.


are taken as fact,

without question.

Influence of

context and

assumptions

Thoroughly

(systematically and

methodically)

analyzes own and

others' assumptions

and carefully

evaluates the

relevance of contexts

when presenting a

position.

Identifies own and

others' assumptions

and several relevant

contexts when

presenting a position.

Questions some

assumptions. Identifies

several relevant

contexts when

presenting a position.

May be more aware of

others' assumptions

than one's own (or vice

versa).

Shows an emerging

awareness of present

assumptions

(sometimes labels

assertions as

assumptions).

Begins to identify

some contexts when

presenting a position

22


Student's position

(perspective,

thesis/hypothesis)

Specific position

(perspective,

thesis/hypothesis)

is imaginative,

taking into account

the complexities of

an issue. Limits of

position

(perspective,

thesis/hypothesis)

are acknowledged.

Others' points of

view are

synthesized within

position

(perspective,

thesis/hypothesis).

Specific position

(perspective,

thesis/hypothesis)

takes into account

the complexities of

an issue.

Others' points of

view are

acknowledged

within position

(perspective,

thesis/hypothesis).

Specific position

(perspective,

thesis/hypothesis)

acknowledges

different sides of

an issue.

Specific position

(perspective,

thesis/hypothesis)

is stated, but is

simplistic and

obvious.

Conclusions and related

outcomes

(implications and

consequences)

Conclusions and

related outcomes

(consequences and

implications) are

logical and reflect

student’s informed

evaluation and

ability to place

evidence and

perspectives

discussed in

priority order

Conclusion is

logically tied to a

range of

information,

including opposing

viewpoints; related

outcomes

(consequences and

implications) are

identified clearly.

Conclusion is

logically tied to

information

(because

information is

chosen to fit the

desired

conclusion); some

related outcomes

(consequences and

implications) are

identified clearly.

Conclusion is

inconsistently tied

to some of the

information

discussed; related

outcomes

(consequences and

implications) are

oversimplified.

23


ETHICAL REASONING VALUE RUBRIC for more information, please contact [email protected]

Definition

Ethical Reasoning is reasoning about right and wrong human conduct. It requires students to be able to assess their

own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about

how different ethical perspectives might be applied to ethical dilemmas and consider the ramifications of alternative

actions. Students’ ethical self identity evolves as they practice ethical decision-making skills and learn how to

describe and analyze positions on ethical issues.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark

(cell one) level performance. Capstone

4

Milestones

3 2

Benchmark

1

Ethical Self

Awareness

Student discusses in

detail/analyzes both

core beliefs and the

origins of the core

beliefs and

discussion has

greater depth and

clarity.

Student discusses in

detail/analyzes both


origins of the core

beliefs.

Student states both


origins of the core

beliefs.

Student states either

their core beliefs or

articulates the origins

of the core beliefs

but not both.

Understanding

Different Ethical

Perspectives/Concept

s

Student names the

theory or theories,

can

present the gist of

said theory or

theories, and

accurately explains

the details of the

theory or

theories used.

Student can name

the major theory or

theories she/he uses,

can present the gist

of said theory or

theories, and

attempts to explain

the details of the

theory or theories

used, but has some

inaccuracies.

Student can name

the major theory

she/he uses, and is

only able to present

the gist of the named

theory.

Student only names

the major theory

she/he uses.

Ethical Issue

Recognition

Student can

recognize ethical

issues when

presented in a

complex, multi-

layered (grey)

context AND can

recognize cross-

relationships among

the issues.

Student can

recognize ethical

issues when issues

are presented in a

complex,

multilayered (grey)

context OR can

grasp cross-

relationships among

the issues.

Student can

recognize basic and

obvious ethical

issues and grasp

(incompletely) the

complexities or

inter-relationships

among the issues.

Student can

recognize basic and

obvious ethical

issues but fails to

grasp complexity or

inter-relationships.

Application of

Ethical


s

Student can

independently apply

ethical

perspectives/concept

s to an ethical

question, accurately,

and is able to

consider full

implications of the

application.

Student can

independently (to a

new example) apply

ethical


s to an ethical

question, accurately,

but does not

consider the specific

implications of the

application.

Student can apply

ethical


s to an ethical

question,

independently (to a

new example) and

the application is

inaccurate.

Student can apply

ethical


s to an ethical

question with

support (using

examples, in a class,

in a group, or a

fixed-choice setting)

but is unable to apply

ethical


s independently (to a

24


new example.).

Evaluation of

Different Ethical


s

Student states a

position and can

state the objections

to, assumptions and

implications of and

can reasonably

defend against the

objections to,

assumptions and

implications of

different ethical


s and the student's

defense is adequate

and effective.

Student states a

position and can


to, assumptions and

implications and

respond to the

objections to,

assumptions and

implications of

different ethical


s but the student's

response is

inadequate.

Student states a

position and can


to, assumptions and

implications of

different ethical


s but does not

respond to them

(and ultimately

objections,

assumptions and

implications are

compartmentalized

by student and do

not affect student's

position.)

Student states a

position but cannot


to and assumptions

and limitations of the

different


s.

25


ORAL COMMUNICATION VALUE RUBRIC for more information, please contact [email protected]

Definition

Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster

understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors

.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone

4

Milestones

3 2

Benchmark

1

Organization Organizational

pattern (specific

introduction and

conclusion,

sequenced material

within the body,

and transitions) is

clearly and

consistently

observable and is

skillful and makes

the content of the

presentation

cohesive.

Organizational

pattern (specific

introductionand

conclusion,

sequenced material

within the body,

and transitions) is

clearly and

consistently

observable within

the presentation.

Organizational

pattern (specific

introduction and

conclusion,

sequenced material

within the body,

and transitions) is

intermittently

observable within

the presentation.

Organizational

pattern (specific

introduction and

conclusion,

sequenced material

within the body,

and transitions) is

not observable

within the

presentation.

Language Language choices

are imaginative,

memorable and

compelling and

enhance the

effectiveness of

the presentation.

Language in

presentation is

appropriate to

audience.

Language choices

are thoughtful and

generally support

the effectiveness of

the presentation.

Language in

presentation is

appropriate to

audience.

Language choices

are mundane and

commonplace and

partially support

the effectiveness

of the presentation.

Language in

presentation is

appropriate to

audience.

Language choices

are unclear and

minimally support

the effectiveness

of the presentation.

Language in

presentation is not

appropriate to

audience.

26


Delivery Delivery techniques

(posture, gesture,

eye contact, and

vocal

expressiveness)

make the

presentation

compelling, and

speaker appears

polished and

confident.

Delivery techniques

(posture, gesture,

eye contact, and

vocal

expressiveness)

make the

presentation

interesting, and

speaker appears

comfortable.

Delivery techniques

(posture, gesture,

eye contact, and

vocal

expressiveness)

make the

presentation

understandable, and

speaker appears

tentative.

Delivery techniques

(posture, gesture,

eye contact, and

vocal

expressiveness)

detract from the

understandability of

the presentation, and

speaker appears

uncomfortable.

Supporting

Material

A variety of types of

supporting materials

(explanations,

examples,

illustrations,

statistics, analogies,

quotations from

relevant authorities)

make appropriate

reference to

information or

analysis which

significantly

supports the

presentation or

establishes the

presenter's

credibility/authority

on the topic.

Supporting

materials

(explanations,

examples,

illustrations,


quotations from


make appropriate

reference to

information or

analysis which

generally supports

the presentation or

establishes the

presenter's


on the topic.

Supporting

materials

(explanations,

examples,

illustrations,


quotations from


make appropriate

reference to

information or

analysis which

partially supports

the presentation or

establishes the

presenter's


on the topic.

Insufficient

supporting materials

(explanations,

examples,

illustrations,


quotations from


make reference to

information or

analysis which

minimally supports

the presentation or

establishes the

presenter's


on the topic.

Central

Message

Central message is

compelling

(precisely stated,

appropriately

repeated,

memorable, and

strongly supported.)

Central message is

clear and consistent

with the supporting

material.

Central message is

basically

understandable but

is not often repeated

and is not

memorable.

Central message can

be deduced, but is

not explicitly stated

in the presentation.

27


WRITTEN COMMUNICATION VALUE RUBRIC for more information, please contact [email protected]

Definition Written communication is the development and expression of ideas in writing. Written communication involves

learning to work in many genres and styles. It can involve working with many different writing technologies, and

mixing texts, data, and images. Written communication abilities develop through iterative experiences across the

curriculum.


benchmark (cell one) level performance.

Capstone

4

Milestones

3 2

Benchmark

1 Context of and

purpose for writing

Includes

considerations of

audience, purpose,

and the

circumstances

surrounding the

writing task(s).

Demonstrates a

thorough

understanding of

context, audience, and

purpose that is

responsive to the

assigned task(s) and

focuses all elements of

the work.

Demonstrates

adequate

consideration of

context, audience,

and purpose and a

clear focus on the

assigned task(s) (e.g.,

the task aligns with

audience, purpose,

and context).

Demonstrates

awareness of

context, audience,

purpose, and to the

assigned tasks(s)

(e.g., begins to

show awareness of

audience's

perceptions and

assumptions).

Demonstrates minimal

attention to context,

audience, purpose,

and to the assigned

tasks(s) (e.g.,

expectation of

instructor or self as

audience).

Content

Development

Uses appropriate,

relevant, and

compelling content to

illustrate mastery of

the subject, conveying

the writer's

understanding, and

shaping the whole

work.

Uses appropriate,

relevant, and

compelling content

to explore ideas

within the context of

the discipline and

shape the whole

work

Uses appropriate

and relevant

content to develop

and explore ideas

through most of the

work.

Uses appropriate and

relevant content to

develop simple ideas

in some parts of the

work.

Genre and

disciplinary

conventions

Formal and

informal rules

inherent in the

expectations for

writing in particular

forms and/or

academic fields

(please see

glossary).

Demonstrates detailed

attention to and

successful execution of

a wide range of

conventions particular

to a specific discipline

and/or writing task (s)

including organization,

content, presentation,

formatting, and

stylistic choices

Demonstrates

consistent use of

important

conventions

particular to a

specific discipline

and/or writing

task(s), including

organization,

content, presentation,

and stylistic choices

Follows

expectations

appropriate to a

specific discipline

and/or writing

task(s) for basic

organization,

content, and

presentation

Attempts to use a

consistent system for

basic organization and

presentation

Sources and

evidence

Demonstrates skillful

use of high quality,

credible, relevant

sources to develop

ideas that are

appropriate for the

discipline and genre of

the writing

Demonstrates

consistent use of

credible, relevant

sources to support

ideas that are situated

within the discipline

and genre of the

writing.

Demonstrates an

attempt to use

credible and/or

relevant sources to

support ideas that

are appropriate for

the discipline and

genre of the

writing.

Demonstrates an

attempt to use sources

to support ideas in the

writing.

28


Control of syntax

and mechanics

Uses graceful language

that skillfully

communicates

meaning to readers

with clarity and

fluency, and is

virtually error-free.

Uses straightforward

language that

generally conveys

meaning to readers.

The language in the

portfolio has few

errors.

Uses language that

generally conveys

meaning to readers

with clarity,

although writing

may include some

errors.

Uses language that

sometimes impedes

meaning because of

errors in usage

spcm: 1311 introduction to communication studies … · adler, r.b., rodman, g., de pre, a. ......

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